HUBUNGAN STRES AKADEMIK DENGAN PERSEPSI KEMAMPUAN BERPIKIR KRITIS PADA MAHASISWA PROGRAM STUDI PSIKOLOGI UNIVERSITAS NUSA CENDANA KUPANG

This study aims to examine the relationship between academic stress and perceived critical thinking ability among students of the Psychology Study Program at Nusa Cendana University, Kupang. The research employed a quantitative approach with a correlational design. A total of 205 active students from the 2021 to 2024 cohorts participated, selected through proportional cluster sampling. The instruments used were the Perceived Sources of Academic Stress (PSAS) scale adapted from Ramadhani and a perceived critical thinking ability scale developed based on indicators from Mincemoye. Data were analyzed using Pearson’s correlation test. The results revealed a significant negative relationship between academic stress and perceived critical thinking ability (r = -0.156; p = 0.026, p < 0.05). This indicates that higher levels of academic stress are associated with lower perceptions of critical thinking ability among students. Although the correlation is significant, its strength is relatively weak, suggesting that other factors may also influence students’ perceived critical thinking. These findings highlight the importance of effective academic stress management and supportive learning environments to help students enhance their critical thinking skills.

ABSTRAK

Penelitian ini bertujuan untuk mengetahui hubungan antara stres akademik dengan persepsi kemampuan berpikir kritis pada mahasiswa Program Studi Psikologi Universitas Nusa Cendana Kupang. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sebanyak 205 mahasiswa aktif dari angkatan 2021 hingga 2024 menjadi partisipan yang dipilih melalui teknik proportional cluster sampling. Instrumen yang digunakan adalah Skala Perceived Sources of Academic Stress (PSAS) yang diadaptasi dari Ramadhani dan skala persepsi kemampuan berpikir kritis berdasarkan indikator Mincemoyer. Analisis data dilakukan menggunakan uji korelasi Pearson. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara stres akademik dan persepsi kemampuan berpikir kritis (r = -0,156; p = 0,026, p < 0,05). Artinya, semakin tinggi tingkat stres akademik, semakin rendah persepsi mahasiswa terhadap kemampuan berpikir kritis mereka. Meskipun hubungan tersebut signifikan, kekuatannya tergolong lemah, sehingga terdapat kemungkinan faktor lain yang turut memengaruhi kemampuan berpikir kritis mahasiswa. Temuan ini menegaskan pentingnya pengelolaan stres akademik dan dukungan lingkungan belajar untuk membantu mahasiswa mengembangkan kemampuan berpikir kritis secara optimal.